Department of Education Teacher Work Sample The contents of this document have been adapted from materials provided by the Renaissance Partnership for Improving Teacher Quality Project (http://uni.edu/itq)
Overview of Teacher Work Sample (TWS) The Purpose Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TWS standards: The candidate uses information about the learning-teaching context and student individual differences to set goals, objectives, and plan instruction and assessment. The candidate sets significant, challenging, varied, and appropriate goals and objectives. The candidate uses multiple assessment modes and approaches aligned with the goals and objectives to assess student learning before, during, and after instruction. The candidate designs instruction for specific objectives, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice. The Assignment You are required to plan, teach, and reflect on a comprehensive unit. This unit should be substantive enough to include introductory, developmental, and culminating/transitional lessons. The number of class periods or lesson activities devoted to the unit is normally between 5 and 10. Before teaching the unit You will describe contextual factors, identify goals and objectives based on the state content standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (postassessment), and plan for your instruction. After you teach the unit You will analyze student learning and then reflect upon and evaluate your teaching as related to student learning. Due Date This project will be due the Friday before the last week of regular classes end. In other words, two weeks before the end of the semester. Page 2
Words of Wisdom 1 The TWS provides substantial evidence that you are ready to begin your professional career as an educator. From this point forward you will need to assume the role of a teacher and be held accountable for your own work by establishing a schedule to complete each section. Even though you are writing each section independently, it is important that each one relates to the others. Keep in mind that the work you produce is a reflection of your work ethic and the professional skills, attitudes, and knowledge you have obtained during your pre-service career. Although it may seem overwhelming, this task may help you find the job you re looking for. Suggestions to Take Seriously Start Early Read the manual NOW and pay specific attention to o TWS prompts o Scoring Rubrics o Examples and Exemplars available in hard copy and on-line o Time Line Utilize the Definition of terms found in most sections Meet with your cooperating teacher immediately to plan the topic/goals and the dates of your 1 3 week unit Develop with your cooperating teacher a workable schedule for administering your prepost-assessments. Keep samples of student work such as the entire set of pre- and post-assessments and the work generated by the two students you have selected. You will present and discuss this work in the Analysis of Student Learning section. (Remember to remove students names from all work you include.) Suggested Timeline (subject to adjustment based on placement) Week #2 Meet with Cooperating Teacher to discuss TWS schedule/requirements Complete Contextual Factors By the of the first ¼ of your placement:* Plan unit with cooperating teacher Complete the Learning Goals and Assessment Plan Give pre-assessment to students (make a copy of student papers or work) Analyze pre-assessment data and use result to complete Design for Instruction section 1 Contributions from: Mark Jones, Brenda Malooly, Brenda Schipper, Megan Thompson, in collaboration with NICL Student Teaching Center 2002, Nick Pace, Coordinator, University of Northern Iowa, Cedar Falls, IA. Special Education candidates, if you start your student teaching experience in the special education portion of your placement, make sure contacts, communication, and planning for the TWS has started with the regular classroom teacher prior to starting that placement. Page 3
Select 2 students whose formative assessments you will collect during the unit By the end of the second and third ¼ of your placement: Teach the unit Collect student work as needed Take notes for the Instructional Decision Making section By the end of your placement Give post-assessment Analyze post-assessment results and complete rest of TWS The Format Ownership. Complete a cover page that includes (a) your name, (b) date submitted, (c) grade level taught, (d) subject taught, (d) Huntington University, (e) ED 440 Topics and Problems. Table of Contents. Provide a Table of Contents that lists the sections (see below Section Overview) and attachments in your TWS document with page numbers. Charts, graphs and attachments. Charts, graphs, and assessment instruments are required as part of the TWS document. You may also want to provide other attachments, such as student work. However, you should be very selective and make sure your attachments provide clear, concise evidence of your performance related to TWS standards and your students learning progress. Pay attention to the sample charts and graph for appropriate labeling. TWS Length. A suggested page length follows. You have some flexibility of length across components, but the total length of your TWS will be between 20-30 pages, double-spaced in 12-point font, with 1-inch margins. The length will vary greatly depending on charts, examples, and format used. Anonymity. In order to insure the anonymity of students in your class, do not include any student names or identification in any part of your TWS. Presentation. Use a 3-ring binder to organize and present your TWS. DO NOT use plastic sheet covers. Section Overview (pg. length is only a guideline) Contextual Factors (Narrative 1-2 pgs) Goals & Objectives (2 5 goals with respective objectives; 1-2 pgs) Assessment Plan (Chart; 1-2 pgs) Design for Instruction (Chart; 1-2 pgs) Instructional Decision-Making (3 Lesson Plan examples & reflections; 6-8 pgs) Analysis of Student Learning (Charts and Narrative; 6-8 pgs.) Reflections and Self-Evaluation (Narrative; 1-2 pgs.) Page 4
Teaching Processes Assessed by the Teacher Work Sample Contextual Factors The candidate uses information about the learning-teaching context and student individual differences to set goals/objectives and plan instruction and assessment. Knowledge of community, school, and classroom factors Knowledge of characteristics of students Knowledge of students varied approaches to learning Knowledge of students skills and prior learning Implications for instructional planning and assessment Goals & Objectives The candidate sets significant, challenging, varied and appropriate goals and objectives. Significance, challenge, and variety Clarity Appropriateness for students Alignment with national, state or local standards Assessment Plan The candidate uses multiple assessment modes and approaches aligned with goals and objectives to assess student learning before, during, and after instruction. Alignment with goals/objectives and instruction Clarity of criteria for performance Multiple modes and approaches Adaptations based on the individual needs of students Design for Instruction The candidate designs instruction for specific goals/objectives, student characteristics and needs, and learning contexts. Alignment with goals and objectives Accurate representation of content Lesson and unit structure Use of a variety of instruction, activities, assignments, and resources Use of technology Instructional Decision-Making The candidate uses ongoing analysis of student learning to make instructional decisions. Sound professional practice Adjustments based on analysis of student learning Alignment between modifications and goals/objectives Page 5
Analysis of Student Learning The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. Clarity and accuracy of presentation Alignment with goals and objectives Interpretation of data Evidence of impact on student learning Reflection and Self-Evaluation The candidate reflects on his or her instruction and student learning in order to improve teaching practice. Interpretation of student learning Insights on effective instruction and assessment Alignment goals/objectives, instruction and assessment Implications for future teaching Implications for professional development Presentation The candidate demonstrates his or her organization and professional presentation skills. General organization and formatting Professional communication Page 6
Contextual Factors TWS Standard The candidate uses information about the learning-teaching context and student individual differences to set goals/objectives and plan instruction and assessment. Task Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning. Prompt In your discussion, include: Community, district, and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors. Classroom factors. Address physical features, availability of technology equipment and resources, and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling, and classroom arrangement. Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities or students skill levels. In your narrative, make sure you address student s skills and prior learning that may influence the development of your goals/objectives, instruction, and assessment. Instructional implications. Address how contextual characteristics of the community, classroom, and students have implications for instructional planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit. Definition of Terms Community: Places where students live (i.e., neighborhoods, towns, cities); school district Learning styles: A general term to describe how students naturally learn and process information Learning modalities: Usually refers to the preferred senses students use for learning, such as visual or auditory Skills: Ability to perform processes or tasks Prior learning: Student competencies, experiences, information that may affect learning. Page 7
Contextual Factors Rubric TWS Standard: The candidate uses information about the learning/teaching context and student individual differences to set goals/objectives, plan instruction, and assess learning. Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score Knowledge of Community, School and Classroom Factors ACEI 5.2 Knowledge of Characteristics of Students ACEI 1.0 Knowledge of Students Varied Approaches to Learning ACEI 1.0 Knowledge of Students Skills and Prior Learning ACEI 4.0 Implications for Instructional Planning and Assessment ACEI 3.1 Candidate displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning. Candidate displays general and specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning. Candidate displays general and specific understanding of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning. Candidate displays general and specific understanding of students skills and prior learning that may affect learning. Candidate provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics. Candidate displays some knowledge of the characteristics of the community, school, and classroom that may affect learning. Candidate displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning. Candidate displays general knowledge about the different ways students learn (e.g., learning styles, learning modalities). Candidate displays general knowledge of students skills and prior learning that may affect learning. Candidate provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics. Candidate displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom. Candidate displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/disabilities). Candidate displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., learning styles, learning modalities). Candidate displays little or irrelevant knowledge of students skills and prior learning. Candidate does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications. Page 8
Goals & Objectives TWS Standard The candidate sets significant, challenging, varied, and appropriate learning goals and objectives. Task Provide and justify the goals and objectives for the unit. Prompt List the goals and objectives (not the activities) that will guide the planning, delivery, and assessment of your unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied, and appropriate. The objectives should define what you expect students to know and be able to do at the end of the unit. There should be a sufficient number of objectives for each respective goal to provide evidence of goal achievement. Number or code each set of goals and objectives so you can reference them later. Show how the goals and objectives are aligned with state standards. Identify the Blooms level of each goal and objective. Definition of Terms Goal: Elementary Unit Goal; Secondary-General Instructional Objective (GIO). A broad statement used to direct the general direction of the unit. Generally goals are not measureable but reflect big ideas addressed in the unit that are transferable to subsequent units. Objective: Elementary-Objective; Secondary-Specific Learning Outcome (SLO). A specific statement that is aligned with and clarifies a goal statement. Objectives are measureable. They should articulate the knowledge, skills, and dispositions expected as a result of the learning activities. Types of learning: Knowledge, skills, and dispositions Levels of learning: General term used to differentiate between lower levels such as memory, knowledge or a simple application; and higher levels that require more complex mental processes, such as analysis, making inferences and evaluative judgments State standards: General statements about learning expectations or what P-12 students or teacher candidates should know and be able to do as required by the Indiana Department of Education. Appropriate for development: Appropriate for the student s level of learning based on knowledge of his/her physical, social, emotional, intellectual development and/ or prior level of achievement Suggested Number of Goals: 2-5 Page 9
Elementary Format Example 1 Preparatory prompt Standards and Indicators Alignment Goal As a result of the instruction 1. The student will understand how inventions have changed the world over time. (SC 3.1.6) {Comprehension} 1.1 The student will distinguish between inventions and discoveries. {analysis} 1.2 The student will define and organize an assembly line to experience the difference it makes. {knowledge and application} 1.3 The student will memorize important communication inventions. {knowledge} 1.4 The student will construct a timeline and use it to gather information. {application} 1.5 The student will memorize important entertainment inventors. {knowledge} Objectives Level Identification 3 rd Grade Science Standard 1 The Nature of Science and Technology Students, working collaboratively, carry out investigations. They question, observe, and make accurate measurements. Students increase their use of tools, record data in journals, and communicate results through chart, graph, written, and verbal forms. 3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have affected the way we live. State Standard(s) and Respective Indicator(s) are listed Elementary Format Example 2 Standards and Indicators Alignment As a result of the instruction Unit Goal: The student will understand the common attributes of plane and solid geometric shapes. State Standard: Math 2.4.1 Construct squares, rectangles, triangles, cubes, and rectangular prisms with appropriate materials Goal Objectives Preparatory prompt Lesson One Objectives: 1.1 The student will define the terms plane, shape, sides, points, flat surfaces, triangle, square, and rectangle [Knowledge] 1.2 The student will trace with their finger the sides, points, and flat surfaces on a triangle, square, and rectangle. [Comprehension] 1.3 The student will construct squares, rectangles, and triangles with appropriate materials [Application] Level Identification Page 10
Secondary Format Example Preparatory prompt As a result of the instruction the students will Goal: General Instructional Objective (GIO) Standards and Indicators Alignment 1. Comprehend a short story. (LA 6.3.2, 6.3.3, 6.3.6) [Comprehension} 1.1 Describe what happens in a story. [Knowledge] 1.2 Explain why an event happens in a story [Comprehension] 1.3 Explain why the characters of a story acted the way they do. [Comprehension] 1.4 Explain why the title of a story is appropriate. [Comprehension] 1.5 Choose an alternative but appropriate title for a story. [Comprehension] Objective: Specific Learning Outcome (SLO) Level Identification 6 th Grade Language Arts Standard 3 Reading: Comprehension and Analysis of Literary Text Students read and respond to grade-level-appropriate historically or culturally significant works of literature. 6.3.2 Analyze the effect of the qualities of the character on the plot and the resolution of the conflict 6.3.3 Analyze the influence of the setting on the problem and its resolution. 6.3.6 Identify and analyze features of themes conveyed through characters, actions, and images. State Standard(s) and Respective Indicator(s) are listed Page 11
Goals & Objectives Rubric TWS Standard The candidate sets significant, challenging, varied, and appropriate learning goals and objectives. Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score Significance, Challenge, and Variety ACEI 3.3 Clarity ACEI 3.5 Measurable ACEI 4.0 Appropriateness For Students ACEI 3.4 Alignment with National, State or Local Standards ACEI 2.1 2.7 Goals & objectives reflect several types or levels of learning and are significant and challenging. All of the goals & objectives are clearly stated as learning outcomes. All of the objectives are measureable. All of the goals & objectives are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs. All of the goals are explicitly aligned with national, state or local standards. Goals & objectives reflect several types or levels of learning but lack significance or challenge. Some of the goals & objectives are clearly stated as learning outcomes. Some of the objectives are measureable. Some of the goals & objectives are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs Some goals are aligned with national, state or local standards. Goals & objectives reflect only one type or level of learning. Goals & objectives are not stated clearly and are activities rather than learning outcomes. None of the objectives are measureable. The goals & objectives are not appropriate for the development; prerequisite knowledge, skills, experiences; or other student needs. Goals are not aligned with national, state or local standards. Page 12
Assessment Plan TWS Standard The candidate uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. Task Design an assessment plan to monitor student progress toward the goal(s)/objectives. Use multiple assessment modes and approaches aligned with objectives to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include performance based tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are appropriate for measuring learning. Prompt Provide an overview of the assessment plan using a graphic organizer. For each objective include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between the goals/objectives and assessments and to show adaptations to meet the individual needs of students or contextual factors. Describe the pre- and post-assessments that are aligned with your goals and objectives. Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you will use to determine if the students performance meets the objectives. At least 50% of the objectives should be represented in the pre- and post assessments. The balance of objectives should be addressed using other assessment modes. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). Definition of Terms Criteria for performance: The evidence you are going to use to determine the extent to which the student will demonstrate performance relative to the objectives. Assessment mode: Variety of assessment methods used. Valid: An assessment instrument is valid if it measures the objective. Page 13
Kindergarten Assessment Plan Example (Science) Goal 1 The student will compare wild animal and human characteristics. Assessments Format of Assessment Adaptations Objective 1: The student will link wild animals with their habitats. Pre-Assessment Checklist: game with animal masks & centers representing habitats (tree, lake, burrow, cave) Objective 2: Formative Assessment Post-Assessment Fourth Grade Assessment Plan Example (Math) animal puppets and habitats (e.g., bird and nest) anecdotal records RE Q & A picture Journals Checklist: game with animal masks & centers representing habitats Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of a mask and model how to move to habitat centers. Keep all activities high-interest and brief. Provide concrete models and assistance with fine motor tasks, as needed. Provide multiple explanations and model performances. Process writing (i.e., dictations) when needed. Provide verbal cues and plenty of wait time for Q & A. Goal 1 The student will analyze and solve narrative problems. Assessments Format of Assessment Adaptations Objective 1: The student will analyze and solve multiplication and division problems. Pre-Assessment Paper and pencil, selected response and performance questions with use of manipulatives Read aloud questions/directions to all students. Allow use of baseten blocks to solve problems. Students may show knowledge through illustrations. Review rubrics for open responses as a class. Objective 2: Formative Assessment Post-Assessment Questioning and observation; Division word Problems worksheet; Online division solving activity; POD problems; Division centers group activity Paper and pencil, selected response and performance questions with use of manipulatives Read aloud questions/directions to all students. Incorporate online activity to increase student interests. Allow use of baseten blocks and illustrations to solve problems. Allow students to work in small groups during centers. Provide concrete models for demonstrations. Show examples of what is expected for each activity. See adaptations for preassessment. Page 14
Secondary Assessment Plan Example (Social Studies) General Instructional Objective 1: Recognize the relationship between events and changes pertaining to WWI. Assessments Format of Assessment Adaptations Specific Learning Outcome 1: Sequence events leading to the declaration of the war. Pre-Assessment Formative Assessment Quiz: Questions 1, 2, 5, and 15 Identification Assignment Map Assignment Creative Writing Assignment Specific Learning Outcome 2: Sequence events leading to the development of ally relationships. Post-Assessment Unit Test: Questions 1, 2, 5, 15, and 18-25 Due to the substantial amount of Gifted and Talented students in the classroom, I decided to include various tasks that require higher-level thinking tasks. I also incorporated the Creative Writing assignment in order to give the higher functioning students an opportunity to learn through selfexploration. Page 15
Assessment Plan Rubric TWS Standard The candidate uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score Alignment between Goals/Objectives and Instruction ACEI 4.0 Clarity of Criteria and Standards for Performance ACEI 4.0 Multiple Modes and Approaches ACEI 4.0 Adaptations Based on the Individual Needs of Students ACEI 4.0 Each of the objectives is assessed through the assessment plan; assessments are congruent with the objectives in content and cognitive complexity. Assessment criteria are clear and are explicitly linked to the objectives. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence. Candidate makes adaptations to assessments that are appropriate to meet the individual needs of most students. Some of the objectives are assessed through the assessment plan, but many are not congruent with objectives in content and cognitive complexity. Assessment criteria have been developed, but they are not clear or are not explicitly linked to the objectives. The assessment plan includes multiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability. Candidate makes adaptations to assessments that are appropriate to meet the individual needs of some students. Content and methods of assessment lack alignment with objectives or lack cognitive complexity. The assessments contain no clear criteria for measuring student performance relative to the learning goals. The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. Candidate does not adapt assessments to meet the individual needs of students or these assessments are inappropriate. Page 16
Design for Instruction TWS Standard The candidate designs instruction for specific goals and objectives, student characteristics and needs, and learning contexts. Task Describe how you will design your unit instruction related to unit goals, students characteristics and needs, and the specific learning context. Prompt Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the objectives. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each objective assessed. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the goals and objectives. Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. The overview should be divided into introductory, developmental, and culminating/transitional lessons. Include the topic and activities you are planning for each day/period. Also indicate the goals/objectives (coded from your Goals & Objectives section) that you are addressing in each activity. Make sure that every objective is addressed by at least one activity and that every activity relates to at least one goal. Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission. Definition of Terms Topic: the primary theme, concept, or generalization, focused on for a particular day/period. Activity: the instructional strategies used within a learning model to activate learning. Technology: Electronic tools; computers, calculators, cameras, audio-visual recorders, assistive technology, or other tools of the discipline (e.g., microscopes, probes). Introductory: shares overall goals of the unit and sequence, assess or engages students prior knowledge regarding the unit content, provides a starting point for new information Developmental: learning experiences logically sequenced toward the unit goal, new information presented, prior information reinforced. Culminating/Transitional: secure or reinforce newly developed knowledge, skills or dispositions, offer transitional keys to the next topical unit or knowledge in general. Page 17
Secondary Example (Social Studies) Day 1 Introductory Topic: The Outbreak of War and The Role of Women, Blacks, and Laborers Activities: 1. Introduction Great War (Objective 1) 2. Lecture/discussion Women/Blacks/Laborers assess prior knowledge (Objective 2 & 3) 3. Jig-saw Cooperative project Women/Blacks/Laborers (Objective 2 & 3) Day 2 Developmental Topic: The Role of Women, Blacks, and Laborers and The Events of Warfare in Europe Activities: 1. Group Sharing from Jigsaw Results (Objective 2 & 3) 2. Charting of involvement Women, Blacks, and Laborers (Objective 2 & 3 ) 3. Analysis of Women, Blacks, and Laborers involvement written summary based on charts (Objective 4) Secondary Example (Science) Introductory: Explanation of the forces occurring on earth (Temperature effects on Wind, Water & Soil) Review the transfer of energy along with the concepts of equilibrium & disequilibrium (1.1, 1.3, 1.4) Developmental: Inquiry Project: Erosion (over several days) how are forces and energy related to erosion, how can we examine the differences of temperature on erosion how will this examination be recorded Developing conclusions and generalizations based on inquiry (1.3, 1.4, 2.1, 2.2) Conclusion/Transitional: Small Group & Large Group Sharing: How can we apply our conclusions to other areas of scientific study (1.3, 1.4, 2.2, 2.4) Page 18
Elementary Example (Language Arts) Monday-Introductory Topic: Metaphor Introduce metaphor mini-lesson Objective 2 Computer lab identify alliteration in narrative Objective 2 examples Daily Oral Language (DOL) Sentences 1 & 2 Objective 4 Tuesday Introductory Topic: Simile Introduce simile mini-lesson Objective 1 Computer lab identify simile in narrative Objective 1 examples Venn Diagram compare metaphor and simile Objective 1 & 2 Wednesday - Introductory Five step writing process Discuss and model 5-step writing process Objective 3 Students complete rough draft of 5-step process Objective 3 DOL Sentences 3, 4, 5 Objective 4 Thursday Developmental Topic: Five step writing & figurative language Pair Share using rough draft brainstorm Objective 1, 2, 3 inclusion of metaphor or simile Individual complete rough draft incorporating Objective 1, 2, 3 metaphor and/or simile DOL Sentences 6, 7 Objective 4 Friday Developmental Topic: Five step writing & figurative language Individual complete final draft Objective 1, 2, 3 Peer evaluation of final draft Objective 1, 2, 3 DOL Sentences 8, 9, 10, 11 Objective 4 Elementary Example (Science) Day 1: Introduction Topic: Solar System Vocabulary and Introduction (Objective 1a) Introduction. Give an overview of the unit to the student Pass out Pre-assessment and have students complete to the best of their ability Activity: split the students into groups of two. Each group will get a sentence strip and a vocabulary term. The groups will write the definition and provide an illustration. Post the sentence strips on the chalkboard, explaining each vocabulary word to the students. Day 2: Developmental Topic: Patterns that repeat every day. (Objective 1c) Introduce the concept of a rotating and revolving Earth. Use Smartboard lessons, discovery channel video, and graphics to teach daily patterns. Day 3: Developmental Topic: Daily Patterns Investigation (Objective 1b and 1d) Use flashlights and straws on paper to simulate the day cycle and its effect on shadows. Page 19
Design for Instruction Rubric TWS Standard The candidate designs instruction for specific goals and objectives, student characteristics and needs, and learning contexts. Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score Alignment with Goals/Objectives ACEI 2.1-2.7/3.1 Accurate Representation of Content ACEI 2.1-2.7/3.1 Lesson and Unit Structure ACEI 2.1-2.7 Use of a Variety of Instruction, Activities, Assignments and Resources ACEI 2.1-2.7/3.3 Use of Technology ACEI 2.1-2.7/3.4 All lessons are explicitly linked to goals/objectives. All learning activities, assignments and resources are aligned with goals/objectives. All learning goals/objectives are addressed in the design. Candidate s use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline. All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the goals/objectives. Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. Candidate integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology. Most lessons are explicitly linked to goals/objectives. Most learning activities, assignments and resources are aligned with goals/objectives. Most learning goals/objectives are addressed in the design. Candidate s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline. The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the goals/objectives. Some variety in instruction, activities, assignments, or resources but with limited contribution to learning. Candidate uses technology but it does not make a significant contribution to teaching and learning OR candidate provides limited rationale for not using technology. Few lessons are explicitly linked to goals/objectives. Few learning activities, assignments and resources are aligned with goals/objectives. Not all goals/objectives are covered in the design. Candidate s use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. The lessons within the unit are not logically organized organization (e.g., sequenced). Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets). Technology is inappropriately used OR candidate does not use technology, and no (or inappropriate) rationale is provided. Page 20
Instructional Decision Making TWS Standard The candidate uses on-going analysis of student learning to make instructional decisions. Task Provide three reflective lesson plans as examples of instructional decision-making based on students learning or responses. Prompt Think of a time during your unit when a student s learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following: - Describe the student s learning or response that caused you to rethink your plans. The student s learning or response may come from a planned formative assessment or another source (not the pre-assessment). - Describe what you did next and explain why you thought this would improve student progress toward the learning goal. Format: Choose three lesson plans to include with the TWS followed by a paragraph reflection based on the suggested prompts above. Instructional Decision Making Rubric Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score Sound Professional Practice ACEI 3.1 Modifications Based on Analysis of Student Learning ACEI 3.2 Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning). Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress. Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors. Many instructional decisions are inappropriate and not pedagogically sound. Candidate treats class as one plan fits all with no modifications. Page 21
Analysis of Student Learning TWS Standard The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. Task Analyze your assessment data, including pre/post assessments and formative assessments to determine students progress related to the unit goals and objectives. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the Reflection and Self-Evaluation section. Prompt In this section, you will analyze data to explain progress and achievement toward goals/objectives demonstrated by your whole class and selected individual students. Whole class. To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on every objective. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning goal (identified in your Assessment Plan section). Summarize what the graph tells you about your students' learning in this unit (i.e., the number of students met the criterion). Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, formative, and post-assessment data with examples of the students work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection. Note: You will provide possible reasons for why your students learned (or did not learn) in the next section Reflection and Self-Evaluation. Table and Chart (Figure) Captions: All Tables and Charts should have a corresponding caption (see examples below). Page 22
S.A. R.B. K.B. A.B. K.C. J.C. E.C. S.E. A.H. H.K. I.L. A.M. S.M. J.P. A.P. A.R. T.S. S.W. N.Z. Tables include any set of columnar and/or horizontal presentation of numbers (words) and should have the caption Table 1, Table 2 etc. along with a description (title) to allow quick referencing in text. Table Example Table 1 Pre-test Post-test Gain Student Name NWEA Post-Test Pre-Test Gain S.A At 88% 52% 36% L.B. At 55% 73% 18% J.B Above 100% 78% 22% A.B. Above 100% 90% 10% M.D Below 94% 78% 16% J.F At 77% 42% 35% K.K. At 100% 76% 24% A.M. At 100% 47% 53% A.N. Above 100% 84% 16% T.S At 94% 52% 42% Figures include any type of graphic presentation of data and should have the caption Figure 1, Figure 2 etc. along with a description (title) to allow quick referencing in text. Figure Example Figure 1 Pre Test and Post-Test Comparison 100 90 80 70 60 50 40 30 20 10 0 Pre-Test Post-Test Page 23
Analysis of Student Learning Rubric TWS Standard The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score Clarity and Accuracy of Presentation ACEI 4.0 Alignment with Goals & Objectives ACEI 4.0 Interpretation of Data ACEI 4.0 Evidence of Impact on Student Learning ACEI 4.0 Presentation is easy to understand and contains no errors of representation. Analysis is fully aligned with goals/objectives and provides a comprehensive profile of student learning for the whole class and two individuals. Interpretation is meaningful, and appropriate conclusions are drawn from the data. Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each goal/objective. Presentation is understandable and contains few errors. Analysis of student learning is partially aligned with goals/objectives and/or fails to provide a comprehensive profile of student learning relative to the goals/objectives for the whole class and two individuals. Interpretation is technically accurate, but conclusions are missing or not fully supported by data. Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward goals/objectives. Presentation is not clear and accurate; it does not accurately reflect the data. Analysis of student learning is not aligned with goals/objectives. Interpretation is inaccurate and conclusions are missing or unsupported by data. Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward goals/objective. Page 24
Reflection and Self-Evaluation TWS Standard The candidate analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Task Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth. Prompt Select the goal and respective objectives where your students were most successful. Provide two or more possible reasons for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Select the goal and respective objectives where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students performance. Reflection on possibilities for professional development. Describe at least two professional goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the critical area(s) you identified. Page 25
Reflection and Self-Evaluation Rubric TWS Standard: The candidate analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score Interpretation of Student Learning ACEI 5.1 Insights on Effective Instruction and Assessment ACEI 5.1 Alignment Among Goals, Instruction, and Assessment ACEI 5.1 Implications for Future Teaching ACEI 5.1 Implications for Professional Development ACEI 5.1 Uses evidence to support conclusions drawn in Analysis of Student Learning section. Explores multiple hypotheses for why some students did not meet goals/objectives. Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof. Logically connects goals/objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Provides ideas for redesigning goals/objectives, instruction, and assessment and explains why these modifications would improve student learning. Presents at least two professional goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals. Provides evidence but no (or simplistic, superficial) reasons or hypotheses to support conclusions drawn in Analysis of Student Learning section. Identifies successful and unsuccessful activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research). Connects goals/objectives, instruction, and assessment results in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present. Provides ideas for redesigning goals/objectives, instruction, and assessment but offers no rationale for why these changes would improve student learning. Presents professional goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals. No evidence or reasons provided to support conclusions drawn in Analysis of Student Learning section. Provides no rationale for why some activities or assessments were more successful than others. Does not connect goals/objectives, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. Provides no ideas or inappropriate ideas for redesigning goals/objectives, instruction, and assessment. Provides no professional goals or goals that are not related to the insights and experiences described in this section. Page 26
Presentation Rubric TWS Standard: The candidate demonstrates his or her organization and professional presentation skills. Meets Expectations 5-4 Approaching Expectations 3-2 Does Not Meet Expectations 1-0 Score General Organization and Formatting Professional Communication The TWS is wellorganized using the prescribed format. It is attractive, easy to understand, and representative of professional quality. The communication skills represented in written and graphic form demonstrate careful attention to standard conventions, mechanics, clarity and flow. Work contains no errors or very few errors. The TWS is generally organized using the prescribed format. It is organized, relatively easy to understand, and representative of passing quality. The communication skills represented in written and graphic form demonstrate some attention to standard conventions, mechanics, clarity and flow. However, the work contains multiple errors. The TWS is not organized using the prescribed format. Some components are either not prepared or missing. Overall quality is poor or inconsistent. The communication skills represented in written and graphic form demonstrate little attention to standard conventions, mechanics, clarity and flow. The work contains numerous errors. Page 27